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CHED MEMORANDUM ORDER (CMO) No. _____ Series of______ SUBJECT: POLICIES, STANDARDS AND GUIDELINES FOR THE BACHELOR OF
TECHNICAL-VOCATIONAL TEACHER EDUCATION (BTVTE) PROGRAM
In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise
known as the “Higher Education Act of 1994,” and in pursuance of an outcomes-based quality assurance system as advocated under CMO 46 s. 2012, the following policies, standards and guidelines (PSGs) are hereby adopted and promulgated by the Commission:
ARTICLE I INTRODUCTION
Section 1 Rationale
Based on the Guidelines for the Implementation of CMO 46, series 2012, this PSG implements the “shift to learning competency-based standards/outcomes-based education.” It specifies the ‘core competencies’ expected of Bachelor of Technical-Vocational Teacher Education (BTVTE) graduates “regardless of the type of Higher Education Institution (HEI) they graduate from.” However, in “recognition of the spirit of outcomes-based education and of the typology of HEIs,” this PSG also provides “ample space for HEIs to innovate the curriculum in line with the assessment of how best to achieve learning outcomes in their particular contexts and their respective missions.”
Quality pre-service teacher education is a key factor in the quality of Philippine
education. In the Philippines, the pre-service preparation of teachers is a very important function and responsibility that has been assigned to higher education institutions. All efforts to improve the quality of education in the Philippines are dependent on the service of teachers who are properly prepared to undertake the various important roles and functions of teachers. As such, it is of utmost importance that the highest standards are set in defining the objectives, components, and processes of the pre-service technical teacher education curriculum.
The main concern of the BTVTE program is the preparation of teachers in TLE for Grades 9-10, senior high school for the Technical-Vocational Livelihood (TVL) track, technical-vocational education and training (TVET), and for higher education institutions offering BTTE and other allied programs. This group of teachers is equipped not only with strong theoretical understanding of teaching and technology, but also with practical exposure in industry. Specifically, the BTVTE Program is expected to produce teachers who can assume the following major roles:
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a. effective synthesizers of organized knowledge to allow analytical and
critical thinking; b. efficient and effective promoters and facilitators of learning to enable the
learners to develop to the fullest their potential for a continuing pursuit of lifelong learning;
c. committed humanists whose clear understanding and appreciation of human ideals and values inspire learners to realize their potential;
d. model teachers with high regard for learning imbued with proper work attitude and values as practiced in industry; and
e. nationally certified trainers in their fields of specialization
ARTICLE II AUTHORITY TO OPERATE
Section 2 Government Recognition
All Higher Education Institutions (HEIs) intending to offer Bachelor of Technical-Vocational Teacher Education (BTVTE) must first secure proper authority from the Commission in accordance with these PSGs.
ARTICLE III GENERAL PROVISIONS
Section 3 This Article provides minimum standards and other requirements and
prescriptions. The minimum standards are expressed as a minimum set of desired program outcomes which are given in Article IV Section 6. The Committee designed a curriculum to attain such outcomes. This curriculum is shown in Article V Section 9 as a sample curriculum. The number of units of this curriculum is here prescribed as the “minimum unit requirement” under Section 13 of RA 7722. In designing the curriculum the Committee employed a curriculum map which is shown in Article V Section 10 as a sample curriculum map. Using a learner-centered/outcomes-based approach, the Commission also determined appropriate curriculum delivery methods shown in Article V Section 11. The sample course syllabi given in Article V Section 12 show some of these methods. Based on the curriculum and the means of its delivery, the Committee determined the physical resource requirements for the library, laboratories and other facilities and the human resource requirements in terms of administration and faculty. See Article VI.
Section 4 The HEIs are allowed to design curriculum suited to their own contexts and
missions provided that they can demonstrate that the same leads to the attainment of the required minimum set of outcomes, albeit by a different route. In the same vein, they have latitude in terms of curriculum delivery and in terms of specification and deployment of human and physical resources as long as they can show that the attainment of the program outcomes and satisfaction
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of program educational objectives can be assured by the alternative means they propose. The HEIs can use the CHED Implementation Handbook for Outcomes-Based Education (OBE) and the Institutional Sustainability Assessment (ISA) as guide in making their submission for Sections 18-23 of Article VII. These PSGs reflect the reforms toward outcomes-based education, the K to 12 Curriculum and the New GE program per CMO No. 20, series of 2013.
ARTICLE IV
PROGRAM SPECIFICATION
Section 5 Program Description
5.1. Degree Name The program shall be called Bachelor of Technical-Vocational Teacher Education (BTVTE).
5.2. Nature of the Field of Study
The BTVTE program is an undergraduate teacher education program that equips learners with adequate and relevant competencies in the area of technical and vocational teacher education.
5.3. Program Goals The BTVTE program aims to develop highly competent and motivated teachers in technical and vocational education in their area of specialization. The technical and vocational teacher education curriculum shall impart a body of knowledge, skills, attitudes, values and experiences that will provide prospective Grade 9-10 TLE Teachers, Senior High School teachers for the Tech-Voc Livelihood track, TVET Trainers/Instructors, and faculty members in higher education institutions with the necessary competencies essential for effective teaching. Graduates of BTVTE are considered to have satisfied the TESDA requirement for Trainers’ Methodology and so need not take the TM assessment after passing the Licensure Examination for Teachers.
5.3.1 The specified body of knowledge, skills, attitudes, values and
experiences shall include the following: A. A general education component, consistent with CMO No.
20, series of 2013.
B. A professional education component to include courses under three broad categories: 1) theory and concept courses, 2) pedagogical content knowledge, and 3) experiential learning courses.
The theory and concept courses provide the broad frameworks within which students can understand,
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rationalize, and reflect on the various methods, strategies, processes, issues and other matters related to the teaching profession.
C. The pedagogical content knowledge courses aim to develop
in students a wide range of skills to facilitate and evaluate learning among diverse types of students in a variety of learning environments. ICT-integration in teaching is an essential part of the methods and strategies courses to equip the teacher with competencies on the use of technology in teaching-learning.
D. The pedagogical content knowledge is based on the Philippine TVET Trainers’ Qualification Framework (PTTQF). PTTQF ensures consistent delivery of quality training services across the country. It aims to qualify and certify prospective Grade 9-10 TLE, TVET and Senior High School teachers for the Tech-Voc Livelihood track to ensure their competence in trade qualifications, and training and assessment methodologies.
E. Experiential learning courses are intended to provide students with practical learning experiences in which they can observe , verify, reflect on and actually experience different components of the teaching –learning processes in actual school setting.
F. A specialization component that includes industry exposure to equip the pre-service teacher with in-depth knowledge of the content and specified skills in the major field.
5.4. Specific Professions/Careers/Occupations for graduates
After completion of all academic requirements of the program, graduates of the BTVTE should be able to practice the teaching profession in the field of specialization. Graduates will also qualify as TVET trainers and assessors. They may also practice careers in various sectors of industry as entrepreneurs or as employees or as TVI administrators.
5.5. Allied Fields
Technical Teacher Education is an allied discipline which draws from many of the basic disciplines in the social sciences, science and math, engineering and technology, and related fields humanities.
Section 6 Program Outcomes
The minimum standards for the BTVTE program are expressed in the following minimum set of learning outcomes: 6.1 Common to all programs in all types of schools
The BTVTE graduates have the ability to a. articulate and discuss the latest developments in the specific field of
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practice(PQF level 6 descriptor) b. effectively communicate orally and in writing using both English and
Filipino c. work effectively and independently in multi-disciplinary and multi-
cultural teams(PQF level 6 descriptor) d. act in recognition of professional, social, and ethical responsibility e. preserve and promote “Filipino historical and cultural heritage” (based
on RA 7722)
6.2 Common to the discipline (Teacher Education) a. Articulate the rootedness of education in philosophical, socio-cultural,
historical, psychological, and political contexts. b. Demonstrate mastery of subject matter/discipline. c. Facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their environments. d. Develop innovative curricula, instructional plans, teaching approaches,
and resources for diverse learners. e. Apply skills in the development and utilization of ICT to promote quality,
relevant, and sustainable educational practices. f. Demonstrate a variety of thinking skills in planning, monitoring,
assessing, and reporting learning processes and outcomes. g. Practice professional and ethical teaching standards sensitive to the
local, national, and global realities. h. Pursue lifelong learning for personal and professional growth through
varied experiential and field-based opportunities.
6.3 Specific to a sub-discipline and a major (Technical -Vocational Teacher Education) a. Demonstrate the competencies required of the Philippine TVET Trainers
–Assessors Qualifications Framework (PTTQF); b. Demonstrate broad and coherent, meaningful & knowledge and skills in
any of the specific fields in technical and vocational teacher education c. Apply with minimal supervision specialized knowledge and skills in
any of the specific fields in technical and vocational teacher education; d. Demonstrate higher level literacy, communication, numeracy, critical
thinking, learning skills needed for higher learning; e. Manifest a deep and principled understanding of the learning processes
and the role of the teacher in facilitating these processes in their students;
f. Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political processes;
g. Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches); and
h. Reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter, and other factors affecting educational processes in order to constantly improve their teaching knowledge, skills and practices.
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6.4 Common to a horizontal type as defined in CMO 46, 2012 a. BTVTE graduates of professional institutions demonstrate a service
orientation in one’s profession, b. BTVTE graduates of colleges participate in various types of employment,
development activities, and public discourses, particularly in response to the needs of the communities one serves
c. BTVTE graduates of universities participate in the generation of new knowledge or in research and development projects in technical education.
Graduates of State Universities and Colleges (SUCs) must, in addition, have the competencies to support “national, regional and local development plans” (RA7722). A PHEI, at its option, may adopt mission-related program outcomes that are not included in the minimum set.
Section 7 Sample Performance Indicators
Program Outcomes Performance Indicators
a. Demonstrate the competencies required of the Philippine TVET Trainers –Assessors Qualifications Framework (PTTQF).
Conduct technical training and competency assessment;
Design and develop curriculum, courses and instructional materials;
Supervise and mentor technical students; Extend the body of knowledge in the field of
technical-vocational education and training. b. Demonstrate broad, meaningful and
coherent knowledge and skills in any of the specific fields in technical and vocational teacher education.
Demonstrate competence/ and mastery in meaningfully teaching the subject/ area of specialization;
Adapt processes that facilitate the teaching-learning of the subject;
Relate lesson with other lessons in the course and with other disciplines.
c. Apply with minimal supervision specialized knowledge and skills in any of the specific fields in technical teacher education;
Demonstrate competence in applying specialized knowledge and skills with confidence;
Demonstrate mastery in teaching the subject
d. Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning.
Develop one’s own learning strategies to attain a learning outcomes;
Reflect on learning strategies and skills to continuously improve on them;
Communicate ideas clearly and accurately in oral and written form;
Make sound judgment and decision after critical evaluation of ideas.
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e. Manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students.
Facilitate learning by applying time-tested principles of learning;
Employs interactive, collaborative, integrative, and reflective teaching-learning activities;
Teach based on sound principles and philosophies of education;
f. Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political processes.
Relate teaching-learning to the historical, social, cultural and political context;
Show how historical, social, cultural and political processes impact on teaching-learning;
g. Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches).
Use varied teaching approaches and strategies relevant to the subject/ area of specialization;
Implement effectively the curriculum and assess its relevance and responsiveness to the needs of the clientele;
Observe alignment of outcomes, teaching-learning activities and assessment tasks in lesson planning;
Use appropriate traditional and authentic assessment tools to assess learning and to inform instruction;
Utilize varied and appropriate instructional technology to facilitate and enrich instruction;
h. Reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter, and other factors affecting educational processes in order to constantly improve their teaching knowledge, skills and practices.
Integrate principles of teaching and learning, theories on human development and social context of the learner for relevant and effective teaching.
Practice reflective teaching Adapt innovative learning practices
ARTICLE V CURRICULUM
Section 8 Curriculum Description
The BTVTE program is composed of a minimum of 164 units which comprises of General Education Courses-36 units, Professional Education Courses-42 units, Major Courses-63 units, mandated courses-14 units, and industry immersion, for a total of 164 units
Section 9 Sample Curriculum
Higher Education Institutions offering the BTVTE program may exercise flexibility in their curricular offering. However, the following courses are prescribed as minimum requirements to be implemented.
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9.1 Components
SUMMARY OF UNITS OF THE BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION PROGRAM
Courses Units Pre-requisite Total
General Education Courses (CMO No. 20, series of 2013)
36 units
Core Professional Education Courses 60 units A. FOUNDATION COURSES/THEORIES AND
CONCEPTS COURSES 12 units
1. The Child and Adolescent Learner and Learning Principles
3
2. The Teaching Profession 3 3. The Teacher and the Community, School
Culture and Organizational Leadership with focus on the Philippine TVET System*
3
4. Foundation of Special and Inclusive Education (new mandated)
3
B. PEDAGOGICAL CONTENT KNOWLEDGE (PCK) COURSE
21 units
5. Facilitating Learner-Centered Teaching The Learner-Centered Approaches with Emphasis on Trainers Methodology I*
3
6. The Andragogy of Learning Including Principles of Trainers’ Methodology I (Additional Course)*
3
7. Assessment of Learning 1 3 8. Assessment of Learning 2 with focus on
Trainers Methodology I & II* 3
9. Technology for Teaching and Learning 1 3 10. Curriculum Development and Evaluation
with Emphasis on Trainers Methodology II*
3
11. Building and Enhancing Literacy Across the Curriculum with Emphasis on the 21st Century Skills*
3
C. EXPERIENTIAL LEARNING COURSES 12 units 12. Field Studies 6 13. Practice Teaching 6
D. ADDITIONAL COURSES 15 units 14. Technology Research 1 (Methods of
Research) 3
15. Technology Research 2 (Undergraduate Thesis/Research Paper/ Research Project)
3
16. Work-based Learning with Emphasis on Trainers Methodology
3
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17. Technology for Teaching and Learning in TLE (Required ICT Subject)
3
18. Supervised Industrial Training 3 57 units of major courses from any of the following areas under IA/HE/ICT/AFA (ex: BTVTE Major in Automotive Technology)
57
INDUSTRIAL ARTS (any of the following Majors)
Automotive Technology Electronics Technology 57 Electrical Technology 57 Mechanical Technology 57 Mechanical Technology (Machining) 57 Civil and Construction Technology 57 Drafting Technology 57 Welding and Fabrication Technology 57 Heating, Ventilating and Air-conditioning Technology 57
HOME ECONOMICS AND RELATED TRADES (any of the following Majors)
Food and Service Management 57 Clothing 57 Handicraft 57 Tourism 57 Fashion and Garments Technology 57
Hotel and Restaurant Services 57
Beauty Care and Wellness 57 Cosmetology 57 Health and Other Community Development Services 57
Supervised Industry Services INFORMATION AND COMMUNICATIONS TECHNOLOGY (any of the following Majors)
Information and Communication Technology 57
Animation 57 Computer Hardware Servicing 57 Telecom and OSP Installation 57 Contact Center Services 57
AGRI-FISHERY and ARTS (any of the following Majors)
Agricultural Crops Technology 57 Fishery and Fish Processing Technology 57 Animal Production 57 Aquaculture 57 Horticulture 57
Mandated Courses Physical Education 1-4 8 NSTP 1& 2 6
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SUMMARY General Education Courses 36 units Professional Education Courses with Additional Courses 60 units Major Courses 57units Physical Education 8 units NSTP 6 units TOTAL 167 units
a. Other additional areas of specialization may be offered by HEIs provided that
they follow the prescribed General and Professional Education requirements under this CMO subject to the approval of the Office of Programs and Standards.
b. 240 hours supervised industrial training in areas related to specialization
9.2 Program of Study Distribution of Courses
1st Semester 2nd Semester FIRST YEAR
Understanding the Self 3 The Contemporary World 3 Readings in Phil History 3 Math, Science and Technology
(Elective) 3
Math in the Modern World 3 Arts and Humanities( Elective) 3 Science and Technology 3 Social Sciences and Philosophy
(Elective) 3
Purposive Communication 3 Ethics 3 Art Appreciation 3 The Child and Adolescent Learner and
Learning Principles 3
Life and Works of Rizal 3 The Teaching Profession 3 NSTP 1 3 NSTP 2 3 Physical Education 2 Physical Education 2
Total 26 Total 26 SECOND YEAR
Facilitating Learner-Centered Teaching: The Learner-Centered Approaches with Emphasis on Trainers Methodology I
3 The Teacher and the Community, School Culture and Organizational Leadership with focus on the Philippine TVET System
3
Technology for Teaching and Learning 1
3 Technology for Teaching and Learning 2
3
Building and Enhancing Literacy Across the Curriculum with Emphasis on the 21st Century Skills
3 Curriculum Development and Evaluation with Emphasis on Trainers Methodology II
3
The Andragogy of Learning Including Principles of Trainers’ Methodology I
3 Foundation of Special and Inclusive Education (new mandated)
3
Assessment of Learning 1 3 Assessment of Learning 2 with focus on Trainers Methodology I & II
3
Major/Specialization 1 3 Major/Specialization 3 3 Major/Specialization 2 3 Major/Specialization 4 3 Major /Specialization 5 3 Major /Specialization 6 3
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Physical Education 2 Physical Education 2 Total 26 Total 26
THIRD YEAR Technology Research 1 (Methods of Research)
3 Technology Research 2 (Undergraduate Thesis/Research Paper/ Research Project)
3
Major/Specialization 7 3 Work-based Learning with Emphasis on Trainers’ Methodology
3
Major/Specialization 8 3 Major /Specialization 14 3 Major /Specialization 9 3 Major/Specialization 15 3 Major /Specialization 10 3 Major/Specialization 16 3 Major /Specialization 11 3 Major /Specialization 17 3 Major /Specialization 12 3 Major /Specialization 18 3 Major/Specialization 13 3 Major /Specialization 19 3
Total 24 Total 24 FOURTH YEAR
Field Study 1-6 6 Practice Teaching 6 Supervised Industrial Training 3
TOTAL 9 Total 6
Section 10 Curriculum Map
BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION Specialization: Food Service Management
SAMPLE CURRICULUM MAP
FSM Major Subjects
PROGRAM OUTCOMES PO 1
PO 2
PO 3
PO 4
PO 5
PO 6
PO 7
PO 8
PO 9
PO 10
PO 11
FSM 111 - Occupational Safety and Health Practices I I D I D P P D D P P
FSM 112 - Food Selection, Preparation I I D I D P P D D P P
FSM 121 - Meal Management I I D I D P P D D P P
FSM 122 - Basic Baking I I D D I P P I D P P
FSM 211 - Food Processing, Packaging and Labeling I ID I O I IP P DP ID D DP
FSM 212 - Advance Baking I I D D I P P I D P P
FSM 221 - International Cuisine I I D D D P P I D P P
FSM 222 - Quantity Cookery P I ID I D DP DP DP D IP DP
FSM 311 - Cafeteria and Catering Management P I ID I D DP DP DP D IP DP
FSM 312 - Bartending and Bar Management I I D D D P D D P P P
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Legend: I – Introduced (The students gets introduced to concepts/principles). P – Practiced (The students practices the competencies with supervision).
D – Demonstrated (The students demonstrate the competencies across different settings with minimal supervision.)
Section 11 Sample Means of Curriculum Delivery
11.1 Lecture 11.2 Laboratory Works 11.3 Discussion 11.4 Exercises/Demonstration 11.4 Interactive Learning 11.5 Collaborative Learning 11.6 Problem-Based Learning 11.7 Project-Based Learning 11.8 Reporting 11.9 Multimedia Presentation 11.10 Reading and Writing 11.11 Library Works 11.9 Field Works 11.10 Interview
Section 12 Sample Syllabi for Selected Core Courses (Please see attached Annexes)
ARTICLE VI REQUIRED RESOURCES
Section 13 Administration
The primary responsibility for the preparation of technical-vocational education teachers within a college or university shall be exercised by a clearly defined and organized administrative and instructional unit such as a college, institute, school, department or division of education.
A. Dean/Department Head
A Dean/Department Head shall be employed and assigned full-time to provide leadership and direction to the education unit/division/department/college of the school and who shall have the following qualifications:
1. Holder of a doctoral degree preferably DTE or Ph. D. or Ed.D. in any of the areas of specialization in the program.
2. With at least three (3) years of very satisfactory teaching experience in a technology/teacher education institution
3. With at least three (3) years of very satisfactory supervisory experience.
A full-time Dean is one whose services are available for at least 30 hours a week and who carries a regular teaching load in accordance with the institutional policy.
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Responsibilities of a Dean /Department Head The Dean/Department Head shall have the following functions and responsibilities:
1. Assists in the formulation of institutional policies; 2. Exercises educational leadership among the faculty by:
a. initiating and instituting faculty and staff development programs; b. recommending the appointment, promotion or separation of
faculty and non-teaching personnel in the institution; and preparing and recommending the teaching load of the faculty members, and directing and assigning them to advise students in their program of studies
3. Coordinates and facilitates student personnel services and practicum
experiences; 4. Plans a program of curriculum development with the assistance of
qualified faculty members; 5. Institutes a definite program of supervision and of other
administrative support services aimed at upgrading the quality of instruction;
6. Assists in the budget preparation and financial management of the College;
7. Initiates programs in research and extension services through networking, linkages, consortia, etc.
Section 14 Faculty
Members of the faculty should have academic preparation and experience appropriate to teaching technical and vocational teacher education courses.
A. General Requirements
1. As a general rule, master’s degree in education or in an allied discipline is required for teaching in the tertiary level.
2. Faculty teaching general education and major subjects should have appropriate master’s degree in the field they are assigned to teach.
3. Have at least one (1) year of very satisfactory teaching experience in any technical-vocational or technological institution.
B. Qualifications of the Professional Education Faculty Faculty teaching Professional Education courses should have the following qualifications: 1. Holder of valid certificate of registration and professional license as
provided for in Section 11 of RA 8981. 2. Holder of Master’s degree in Education or in any allied fields.
C. Qualifications of Technology Instructors/Professors 1. Holder of at least Masters Degree in Industrial Technology or its
equivalent or anyone who has proven expertise and years of industry experience in a specific area of specialization.
2. Holder of at least NC-II
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3. Must be compliant with the training regulations of TESDA.
D. Load/Employment Status 1. Salary rates of faculty members should be commensurate with their
rank, academic preparation, experience in instruction and research, and at least comparable with those of other faculty members who teach other baccalaureate courses.
2. At least 60% of the technical teacher education courses shall be taught by full-time instructors in the institution.
3. The regular teaching load of the technical teacher education faculty shall not exceed twenty-four (24) units for one preparation, twenty-one (21) units for two preparations; and eighteen (18) units for 3 or more preparations and in accordance with institutional policy
4. A regular faculty member who is assigned as a Student Teacher Supervisor/Practicum Coordinator shall plan, supervise, and evaluate student teaching experience and provide advice and counseling.
E. Faculty Rank
Education faculty shall be assigned academic ranks in accordance with their educational preparation, industrial experience, teaching experience, continuing professional growth and other criteria, which the individual institutions may require.
Section 15 Library
A. Refer to the requirements for academic library common to all B. Instructional Standards
1. Technical-Vocational Teacher Education institutions shall maintain high standards of instruction, utilizing a variety of appropriate emerging instructional technology procedures, which contribute to the effectiveness of the technical teacher education students' preparation.
2. A system of supervision shall be instituted and implemented for the purpose of evaluating teacher competence.
3. The Technical-Vocational Teacher Education institution may adopt textbooks which are of recent edition reflecting the current trends in teaching and learning methods and content, which do not violate the laws of the Philippines and preferably written by Filipino authors.
4. The institution shall provide for a systematic and continuing plan of evaluation of student progress through a marking system that is consistent and consonant to the objectives set by the institution. Institutional policies shall be made known to the technical teacher education students to serve as their guide in preparing for the courses. The grade or rating of a student in each course shall be fair and just and shall reflect proficiency in the subject based on reasonable rules and standards of the school.
Section 16 Laboratory and Physical Facilities
1. A practicum laboratory in technology education shall be maintained within or outside the campus through appropriate linkages, networking or consortium.
2. Specialized laboratories shall be maintained for the major fields.
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3. The technology facilities and requirements shall be based on the training regulations set by TESDA.
Section 17 Admission and Retention Requirements This is offered to only to senior high school graduates of the Tech-Voc Track
who meet the admission requirements set by the College. The program of study for the General Education courses is based on CMO No. 20, series of 2013 and Professional Education subjects is based on the revised undergraduate teacher education curriculum. The technology specialization subjects, on the other hand, are based on competency standards indicated in the Training Regulations of the Technical Education and Skills Development Authority (TESDA).
A. Every student has the right to enroll in any school, college or university
upon meeting its specific requirements and reasonable regulations. The student is expected to complete the course without prejudice to the right to transfer except in disciplinary cases and/or academic delinquency.
B. As a general rule, no applicant shall be enrolled in any approved course unless proper credentials as prescribed are submitted to the institution during the enrollment period.
C. All Technical-Vocational Teacher Education institutions must have a system of selective admission and retention of students to ensure that those who enter the teaching profession possess a reasonably high level of scholastic achievement and the appropriate aptitudes, interests, and personality traits. There shall be well-defined criteria for admission into the programs for technical teacher education: 1. Student applicants into the BTVTE program must be high school
graduates with at least a grade point average of 85% as reflected in their Form 138.Institutions shall apply specific criteria for admission/retention of candidates to determine specific fields of specialization/concentration and promotion to the next curriculum year.
Section 18 Research and Productivity Scholarship
1. Technical Teacher preparation courses shall develop in the faculty and the students an attitude of inquiry and willingness to test theory against the evidence of existing classroom practices.
2. The strength of a technical and vocational teacher education institution shall
be based on the quality and quantity of research work undertaken or currently being undertaken by teacher education faculty members and on the kind of institutional administrative and financial support given to such undertakings.
3. Scholarly works and reports of research activities shall be established and disseminated within and outside of the institution to encourage exchange of ideas, research findings, and development in technical teacher education.
4. Faculty members actively engaged in relevant and significant research work in technical and vocational teacher education shall be afforded special privileges and benefits such as reduced teaching load and/or its equivalent.
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Section 19 Residence and Unit Requirements
No student shall be permitted to take any subject without passing the prerequisite subjects.
Section 20 Voluntary Accreditation
While the foregoing are the minimum rules and standards, technical teacher education institutions are enjoined to undertake continuing improvement through voluntary accreditation with any of the accrediting bodies recognized by the Commission on Higher Education.
Section 21 Graduate Education
Master and doctoral courses in technical and vocational teacher education shall be governed by the Policies and Standards for Graduate Education as embodied in CHED Memorandum Order No. 53, series of 2007, and succeeding issuances on graduate education.
ARTICLE VII
COMPLIANCE OF HEIs Using the CHED Implementation Handbook for OBE and ISA as reference, a HEI shall develop the following items which will be submitted to CHED when they apply for a permit for a new program or the approval of the transformation of existing programs to outcomes-based framework: Section 22 The complete set of program outcomes, including its proposed additional
program outcomes.
Section 23 Its proposed curriculum and its justification including a curriculum map. Section 24 Proposed performance indicators for each outcome. Proposed measurement
system for the level of attainment of each indicator. Section 25 Proposed outcomes-based syllabus for each course. Section 26 Proposed system of program assessment and evaluation Section 27 Proposed system of program Continuous Quality Improvement (CQI).
ARTICLE VIII
TRANSITORY, REPEALING and EFFECTIVITY PROVISIONS Section 28 Transitory Provision
All private HEIs, State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs) with existing authorization to operate the Bachelor of Technical Teacher Education (BTTE) program are hereby given a period of three (3) years from the effectivity thereof to fully comply with all the
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requirements in this CMO. However, the prescribed minimum curricular requirements in this CMO shall be implemented starting Academic Year 2018-2019. For violation of this Order, the Commission may impose such administrative sanction as it may deem appropriate pursuant to the pertinent provisions of Republic Act No. 7722, in relation to Section 69 of BP 232 otherwise known as the Higher Education Act of 1982, Section 24 and 101 of the Manual of Regulations for Private Schools (MPRS), and R.A. _____and other related laws.
Section 29 Repealing Clause
Any provision of this Order, which may thereafter be held invalid, shall not affect the remaining provisions. All CHED issuances or part thereof inconsistent with the provision in this CMO shall be deemed modified or repealed.
Section 30 Effectivity Clause
This Order shall take effect after its publication in the Official Gazette or Newspaper of General Circulation.
Quezon City, Philippines, _________________________
PATRICIA B. LICUANAN, Ph.D. Chairperson
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION Specialization: Food Service Management
SAMPLE COURSE SYLLABUS
Course Name: FSM 6: Advanced Baking
Course Credits 5 units Course Description This course deals with baking both for home and commercial purposes. It emphasizes the baking of breads,
pastries, cookies and cakes, and cake decoration. It will also provide skills to students for baking opportunities. Contact Hours 9 hours/week Prerequisite FSM 1, FSM 2 and FSM 4 Course Objectives This course intends to :
1. enhance students’ skills in baking that would help them become productive in the future
2. teach students to apply the proper mixing techniques in baking different recipes
3. enable students, to help in their own small ways, in the economic development of the country
4. help students develop interest and fulfillment in baking as an occupational possibility
4. develop in students appreciation of the value of baking
COURSE OUTLINE AND TIME FRAME Course Content/Subject Matter Week 1-18 Unit 1: History of Baking
I. Unit I Yeast Bread
A. Wheat Flour
1. Bread Flour
2. All Purpose Flour
3. Cake Flour
B. Liquid used in Baking
1. Milk
2. Fruit Juices
C. Sugar
1. Granular sugar
2. confectioner’s sugar
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3. Brown sugar
D. Eggs
1. leavening agent
2. flavor
3. nutritive value
E. shortenings
1. Lard
2. Butter
3. Hydrogenated Veg. Oil
4. Edible Tallow
F. Leavening Agents
1. Physical leaveners
2. Biological
3. Chemical Leavening agents
G. Flavoring
1. Cocoa
2. Coffee
H. Pandesal
Unit II. Lean Dough
A. Different kinds of Bread B. Characteristics of Lean Dough
Unit III: Basic Sweet Dough
A. Chees roll B. Cream Puffs C. Eclaire
Unit IV. Foam Type Cakes
A. Sponge Cake B. Meringue C. Angel Cake
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Unit V. Chiffon Cake
A. Orange Chiffon B. Chocolate Chiffon
Unit VI. Specialty Cakes
A. Butter Cake B. Chocolate Cake C. Mocha Cake D. Upside down Cake
Unit VII. Cake Icing and Frostings
A. cooked Icing B. uncooked icing C. Fondant D. Gum paste
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I. Course No. and Title: FSM 6 - Advanced Baking
Pre-requisite: FSM 1, FSM 2 Sample Learning Plan
Desired Learning Outcomes (DLO)
Course Content/Subject Matter
Textbooks/ References
Outcome-Based Teaching And Learning (OBTL)
Assessment of Learning Outcomes
Resource Materials
Time Table
At the end of the unit, the students must have: 1. Determined the nature
and characteristics of yeast as a leavening agent.
2. Used the different ways of mixing dough.
3. Enhanced skills and arouse interest in creating variations on the basic recipes for bread.
Unit I Yeast Bread
Baticados, H. (1996) Baking Basic and Some Bake Products. Manila Philippines: Rex Bookstore Inc.
Lecture/Discussion Asking Question Demonstration Laboratory Baking utensils and baking equipment
9 hrs. lect.
At the end of the unit, the students must have: 1. Determined the recipe for
lean dough. 2. Baked pandesal 3. Enhanced skills and
arouse interest in creating variations on the basic recipes for lean dough.
Unit 2: Lean Dough
Baticados, H. (1996) Baking Basic and Some Bake Products. Manila Philippines: Rex Bookstore Inc.
Lecture/Discussion Asking Question Demonstration Laboratory Baking Breads
Short test performance test
Pandesal
Chalkboard and lap top and projector Baking utensils and baking equipment
6hrs lect. 12 hrs lab.
At the end of the unit, the students must have: 1. Defined sweet dough. 2. Differentiated lean dough
from the sweet dough. 3. Baked ensaymada and
coffee cakes. 4. Enjoyed baking sweet
dough recipes.
Unit 3: Basic Sweet Dough
Baticados, H. (1996) Baking Basic and Some Bake Products. Manila Philippines: Rex Bookstore Inc.
Lecture/Discussion Laboratory Baking Breads
Short test performance test
Ensaymada Hopia
Chalkboard and lap top and projector
6hrs.lect. 12hrs lab
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At the end of the unit, the students must have: 1. Defined what foam cakes
are. 2. Determined the nature
and characteristics of foam.
3. Used skillfully beaten egg whites as learning agents in cakes.
4. Baked sponge cakes. 5. Showed interest and
enthusiasm in baking sponge cakes
Unit4 Foam Type Cakes
Baking Basic and some Bake Products, Haidee Baticados 1996
Lecture/Discussion Question and answer Brainstorming Cooking and Baking sponge cakes
Short test performance test
Sponge cake Brazos Chocolate cake
Chalkboard and lap top and projector Baking utensils and baking equipment
9hrs lect. 18hrs lab
At the end of the unit, the students must have: 1. Determined the
characteristics of chiffon type cakes.
2. Differentiated chiffon types cakes from butter and foam types cakes.
3. Baked chiffon cake. 4. Expressed willingness to
accept criticism and suggestions.
Unit 5: Chiffon Type Cake
Baking Basic and some Bake Products, Haidee Baticados 1996
Demonstration Lesson Lecture/Discussion Interactive participation Baking chiffon cakes
Short test performance test
Chiffon cake with cooked icing Marble cake
Chalkboard and lap top and projector Baking utensils and baking equipment
6hrs lect. 18hrs lab
At the end of the unit, the students must have: 1. Generated new ideas and
innovation with regard to cake making.
2. Baked specialty like chocolate cakes with frosting and butter cakes.
3. Accepted willingly new ideas and contrast criticism in baking specialty cakes.
Unit 6: Specialty Cakes
Baking Basic and some Bake Products, Haidee Baticados 1996
Demonstration Lesson Power point presentation Baking cakes apply icing and frosting
Short test performance test
Upside down cake custard cake Butter cake with uncooked icing
Chalkboard and lap top and projector Baking utensils and baking equipment
6hrs lect. 18hrs lab.
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At the end of the unit, the students must have: 1. Identified the nature and
characteristics of yeast as a leaving agent.
2. Enhanced skills in preparing cakes icings.
3. skillfully applied cake frosting
4. Enjoyed new ways of making decorative effects on icing made on cakes.
Unit 7: Cake Icing/Frosting
Baking Basic and some Bake Products, Haidee Baticados 1996
Lecture/Discussion Demonstration Lesson Baking cakes apply icing and frosting
Short test performance test
Individual Performance of Chiffon cake, flowerets, gum paste and Fondant
Chalkboard and lap top and projector Baking utensils and baking equipment
6hrs lect. 18hrs lab
Sample Grading System
Midterm Quizzes 20% Long Exam 20% Performance/Projects Projects 30% Performance 30% TOTAL 100%
Finals Quizzes 20% Long Exam 20% Performance/Projects Projects 30% Performance 30% TOTAL 100%
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Course Syllabus Template Course Name
Technology for Teaching and Learning 1
Course Credits 3 units
Course Description Technology for Teaching and Learning 1 (TTL1). This is a 3-unit introductory course that explores basic knowledge and skills and values in the use of technology for teaching and learning. This course include ICT Policies and safety issues, media and technology in various content areas, learning theories and principles in the use and design of learning lessons, teaching-learning experiences and assessment tasks that utilize appropriate traditional and innovative technologies with social, ethical and legal responsibility.
Contact Hours/week 3 hours
Prerequisite None
Course Outcomes 1.Explain ICT policies and safety issues as they impact on the teaching-learning process
2. Identify learning theories and principles applied in the design and development of lessons through appropriate media and
technologies for teaching learning
3.Integrate media and technology in various content areas
4.Formulate teaching-learning experiences and assessment tasks using appropriate and innovative technologies
5.Demonstrate social, ethical, and legal responsibility in the use of technology tools and resources.
COURSE OUTLINE AND TIMEFRAME Course Content/Subject Matter Week 1 A. Introduction to Technology for Teaching and Learning
Week 2 B. ICT Concepts, Principles and Theories as used in Teaching-Learning Processes
Week 3-4 C. ICT Policies and Safety Issues in Teaching and Learning
Week 5-6 D. ICT in Various Content Areas
Week 7-11 E. Theories and Principles in the Use and Design of Technology Driven Learning Lessons
Week 12-15 F. Innovative Technology Tools for Teaching-Learning and Assessment Task
Week 16-18 G. Social, Ethical and Legal Responsibilities in the Use of Technology Tools
Desired Learning Outcomes (DLO)
Course Content/Subject Matter
Textbooks/ References Teaching and Learning Activities (TLAs)
Assessment of Tasks (ATs)
Resource Materials
Time Table
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1. Understand ICT in Education
1.1. Define basic concepts in understanding ICT in Education
Unit 1- Introduction to Technology for Teaching and Learning
A. Basic Concepts to be defined:
1. Technology
2. Information and Communication
3. Educational technology
4. Technology, Media and Learning
5. Instructional System and Instructional technology
6. Technology Tools
B. Roles of ICT in Teaching for Learning
Lucido, P. & Corpuz, B. (2012). Educational technology 2. Quezon City, PH: Lorimar Publishing Co. Anderson, J. (2010). ICT Transforming Education A Regional Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Education Ballado, R. (2012). Basic concepts in educational technology 1. Manila, PH: Rex Bookstore
Brief Lecture: With the aid of a powerpoint presentation, provide an overview of the subject Technology for Teaching and Learning. Small Group discussion: Give graphic organizers of the different concepts to be defined through the use of concept mapping Whole group discussion: Present to the whole class group outputs. Individual Research: Encourage students to validate the concept map and conceptual definitions
Use a rating scale for the concept map developed by each group.
OHP / Multimedia Projector Computer / Laptop Graphic organizers
1.5 hours
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1.2 Enumerate the
national ICT policies affecting classroom practices
Unit 2. ICT Policies and Safety Issues in Teaching and Learning
A. ICT National or International Policies That Are Applicable to Teaching and Learning
Anderson, J. (2010). ICT Transforming Education A Regional Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Education Lucido, P. & Corpuz, B. (2012). Educational technology 2. Quezon City, PH: Lorimar Publishing Co. Documents:
• The Philippines ICT Roadmap
• DepED Five-Year Information and Communication Technology for Education Strategic Plan (DepED ICT4E Strategic Plan) Executive Summary
• RA 10844, Sec. 3 (An Act Creating the Department of ICT, Defining its Powers and Functions, Appropriating Funds, and Other Purposes)
SEAMEO INNOTECH (2010)
Forum With Resource Person: Invite a resource person to talk on ICT national and international policies applied to teaching and learning
Posting of comments ICT policies in Freedom Wall/Blog
Freedom Wall in the classroom/ Blog Created and Adminitestered by the Teacher
3 hours
1.3 Describe the implementation ICT policies in teaching-learning
B. Safety Issues in ICT
Group Interviews: Organize small groups to conduct interviews and observations on practices that address safety issues in ICT for teaching and learning.
Checklist on the practices that address safety issues
Accomplished Checklist Power point presentations
1.4 Identify ICT policies that are incorporated to the design and implementation of teaching-learning activities
A. UC. Uses of ICT Policies in the Teaching and Learning Environment
Class Observation (Field Study): Observe how ICT policies are utilized in the classroom.
Accomplished observation guide
Class Observation Guide on the utilization of ICT policies in the classroom
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2. Identify learning theories and principles applied in the use and design of learning lessons with technology
2.1 Identify learning principles and theories that are applied in technology driven teaching-learning models.
Unit 3. Theories and Principles in the Use and Design of Technology Driven Learning Lessons
A.Learning Theories and Principles in:
1.Dale’s Cone of Experience (with focus on the Traditional Technologies for Teaching)
Lucido, P. & Corpuz, B. (2012). Educational technology 1 2nd edition. Lorimar Publishing Co.
Active Learning with Teacher-Led Discussion on Dale’s Cone of Experience and how its principles and theories are utilized in the technology-driven teaching and learning
Reflection Posted on the Blog/Freedom Wall
Blog/ Classroom Freedom Wall
1.5 hours
Draft as of Nov. 16, 2016
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2.TPACK (Technology, Pedagogy and Content Knowledge)
TPACK in Two Minutes https://www.youtube.com/watch?v=FagVSQlZELY Heinich, R. (2003). Instructional media and technologies for learning. (7th edition). Upper saddle, New York: Merril Prentice Hall Newby, T.J. (2011). Educational technology for teaching and learning. (4th ed.) Boston: Pearson Education, Inc. Roblyer, M.D. (2003). Integrating educational technology into teaching. (3rd ed.) Upper Saddle, New York: Merril Prentice Hall
Image Analysis: Students analyze and explain the image/diagram. The teacher synthesizes. A brief lecture on TPACK
Restricted Essay
Video clip Multimedia Projector Computer
1.5 hours
Draft as of Nov. 16, 2016
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3.ASSURE Model (Analyze Learners, State Objectives, Select Methods, Media, & Materials, Utilize Media & Materials, Require Learner Particip ation, Evaluate and Revise)
Smaldino, et al. (2005). Instructional technology and media for learning, 8th ed. New Jersey: Pearson Prentice Hall pp. 53-65
The Fish Bowl Activity: Learners are given metacards and asked to write a question a question of clarification about the topic (I.e. questions concerning the application of the topic to practical concepts). Teacher draws these questions from the bowl and answers the questions or asks the class to answer them. Think-Pair and Share: In pairs, students will discuss about the ASSURE Model and create their own ASSURE lesson
Rating scale on the ASSURE lesson
Metacards Fish Bowl Container
3 hours
Draft as of Nov. 16, 2016
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3.Integrate media and technology in various content areas
3.1 Review
teaching plans that require learners to connect the content of the lesson to society
Unit 4. ICT in Various Content Areas
A. 21st Century Literacy Skills
1.Digital Literacy Skills a. Media b. Information c. ICT literacy
K to 12 Curriculum Guides (DepEd, 2012) Lucido, P. & Corpuz, B. (2012). Educational technology 2.
Quezon City, PH: Lorimar Publishing Co. Anderson, J. (2010). ICT Transforming Education A Regional Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Education Williams, M. (2000). Integrating technology into teaching and learning: An Asia Pacific perspective. Singapore: Prentice Hall UNESCO (2013). Training Guide on ICT Multimedia Integration for Teaching and Learning. pp. 56-59
Brief Lecture: Explain 21st century literacy skills with emphasis on digital literacy and media information literacy skills.
Oral examination
Multimedia Projector Laptop
2 weeks
3.2 Introduce sample technology-enhanced lessons to support learning
B. Technology Enhanced Teaching Lesson Exemplars
Inquiry-Based Approach: Introduce a technology-enhanced teaching lesson exemplar Demonstration: Demonstrate a sample technology-enhanced lesson
Lesson exemplar analysis Demonstration Guide Checklist
Lesson exemplars
Draft as of Nov. 16, 2016
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3.3 Select ICT and conventional learning materials designed to enhance teaching-
learning
C.ICT and Conventional Learning Materials to Enhance Teaching Learning 1. Digital Learning Resources a. Google Docs b. Survey Monkey c. Others 2. Conventional Learning Resources a. Flip charts b. Realia c. Others
http://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-century.html
http://www.edtechteacher.org/gafe/
Group research and presentation on the digital learning materials
Rubrics
multimedia equipment
3.6 Identify flexible learning through online communications (synchronous / asynchronous modality)
Distance Learning Types of Online Distance Learning
• Synchronous
• Asynchronous
Anderson, J. (2010). ICT Transforming Education A Regional Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Education Melton, R. (2002). Planning and Developing Open and Distance Learning A Quality Assurance Approach
Forum-Discussion: Conduct a forum about Distance Learning Demonstration and hands-on exploration on the synchronous and asynchronous online distance learning
KWL Chart ● What
I KNOW
● What I WANT to know
● What I LEARNED
Checklist
class site (e.g. google site, weebly, etc.) skype KWL Chart template
2 weeks
Draft as of Nov. 16, 2016
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3.7 Describe flexible learning environment that enhances collaboration with the use of technology tools.
Technology Tools in a Collaborative Classroom Environment
Smaldino, et al. (2005). Instructional technology and media for learning, 8th ed. New Jersey: Pearson Prentice Hall
Brief Lecture on the different technology tools in a collaborative classroom environment Small Group Discussion-Student Led
Paper and Pencil Test
google docs
3.8 Reflect on the use of technology on its relevance and appropriateness
D. Relevance and Appropriateness of the Use of Technology in Teaching and Learning
Based on the lesson demonstrated, the class will analyze and determine the appropriateness and use of technology. Self-evaluation
Reflective narrative Rubric on the narrative entries in the Freedom Wall/Blog
Situational cases Gibb’s Reflection Cycle template
Draft as of Nov. 16, 2016
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4. Formulate teaching-learning experiences and assessment tasks using appropriate and innovative technologies
4.1 Identify
Technology-assisted tools in the assessment of learning
Unit 5. Innovative Technologies for Teaching-Learning and Assessment Task
A.Technology-Assisted Tools in Assessment in Learning
Smaldino, et al. (2005). Instructional technology and media for learning, 8th ed. New Jersey: Pearson Prentice Hall
Students’ research on examples of technology-assisted tools in assessment in learning
Reporting and Feedbacking
Assessment tools
1 week
B.Tools in evaluating appropriate assessment tools (ex. checklist, rating scale)
http://www.edtechteacher.org/assessment UNESCO (2013). Training Guide on ICT Multimedia Integration for Teaching and Learning. pp. 60-63 Angelo, T. and Cross, K.P. (1993). Classroom Assessment Techniques 2nd Ed.. A Handbook for College Teachers
Workshop on the formulation of tools to evaluate assessment tools
Workshop output
Demonstrate proficiency in the formulation of teaching-learning experiences using innovative technologies
Technology-Enhanced Lesson using the ASSURE as Technology-Integration Model
Smaldino, et al. (2005). Instructional technology and media for learning, 8th ed. New Jersey: Pearson Prentice Hall
Lesson planning Rubrics for assessing lesson plans Critiquing of lessons plans Revising of lesson plans
ASSURE Model
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5. Demonstrate social, ethical, and legal responsibility in the use of technology tools and resources
5.1 Show, give examples, observe social, ethical, and legal responsibility in the use of technology tools and resources
Unit 6. Social,
Ethical and Legal Responsibilities in the Use of Technology Tools and Resources
A. Digital Citizenship
• Nine Elements of Digital Citizenship
B. Social, Ethical and Legal
Responsibilities in the Use of
Technology Tools and Resources by Teachers
http://www.digitalcitizenship.net/ http://www.eduscapes.com/sessions/socialtech/
Lecture-discussion on the nine elements of digital citizenship Group research on the social, ethical and legal responsibilities in the use of technology tools and resources by teachers Talk it Out (from Global Digital Citizen Foundation) An activity on taking a stance on an issue and defending it Learners are given a scenario primarily focusing on social, ethical and legal responsibilities in the Use of technology Analysis of the different cases involving social, ethical and legal issues on technology use
Written exam Rubrics assessing research outputs
Computer/ laptop Multimedia projector Computers A Worksheet for Talk it Out Scenarios
1 week
Draft as of Nov. 16, 2016
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5.2 Identify examples of compliance of IPR in educational setting.
C. Intellectual Property Rights Applicable to the Educational Setting: Copyright and Related Rights Copyright Law (Part IV)
www.ipophil.gov.ph/images/Patents/IRRs/RepublicAct8293.pdf
Group Research on the Intellectual Property Rights in the Educational Setting Class presentation of research outputs (e.g. poster, infographics, hootboard, etc.)
Rubrics assessing research presentations and outputs
RA 8293 Document An act prescribing the intellectual property code and establishing the intellectual property office, providing for its powers and functions, and for other purposes
Draft as of Nov. 16, 2016
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5.3 Enumerate digital safety rules that ensure child online safety and prevent cyberbullying
D. Digital Safety Rules ● Rule 1: Research before
you register ● Rule 2: Discriminate ● Rule 3: Think before
typing ● Rule 4: Require ID ● Rule 5: Trust your gut
www.safekids.com/kids-rules-for-online-safety www.educationworld.com/a-tech/tech/tech044.shtml www.collegeview.com/articles/artice/smart-students-in-a-digital-world
Four As Activity: You Know the Rules (from Global Digital Citizenship Foundation) Learners imagine that they can draft three rules that every digital citizen must follow. What would they make and why? Abstraction, Analysis & Application Forum Discussion on the digital safety rules
Class formulated Guide on Digital Safety Rules
Computer / Laptop Multimedia Projector
5.4 Discuss safety rules in obtaining resource materials from local area network-based and the internet
E.Cyberbullying https://www.stopbullying.gov/cyberbullying/what-is-it/
Debate on Cyberbullying Small group
Discussion
video clips
on
cyberbullyi
ng
Draft as of Nov. 16, 2016
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5.5 Describe the community of learners as netizens who share and utilize digital materials.
F. Netizens in Cyberspace Active Citizenship
Brief Lecture
Posters and digital campaign materials
Posters
5.6 Practice standard netiquette in sharing and utilizing shared materials among learning communities.
G. Netiquette (social conventions online)
Abushakara, N. (2016). Netiquette: Modern manners for a modern world, The ultimate guide to online etiquette. Create Space Independent Publishing Platform Tuffley, D. (2014). Email etiquette: Netiquette for the information age. Altiora Publications
Advocacy Campaign Forum
5.7 Show/demonstrate support to school learners as part of learning community in their digital culture and behaviors
Joining social media site Role playing on how to support school learners as part of learning community
Rubrics assessing behavior in social media sites
Rubrics
Draft as of Nov. 16, 2016
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5.8 Identify educational sites and portals suitable to their subject area
H.Educational Sites and Portals
Diaz, C.G. and Declaro, R.A.(2013). UNESCO training guide on ICT multimedia integration for teaching and learning. Retrieved from Creative Commons License http://creativecommons.org/licenses/by-sa/3.0 https://globaldigitalcitizen.org/50-education-technology-tools-every-teacher-should-know-about
Group Research to identify educational sites and portals Presentation and Sharing of Research Outputs (e.g. Infographics, Digital advertisement, brochure, bulletin board display / online bulletin board)
Pencil and Paper Tests List of educational Sites
Multimedia Projector
2 weeks
5.9 Join online expert and learning communities
J. Online Communities of Learning 1.Facebook 2. Twitter 3. Instagram 4. Webinar
Anderson, J. (2010). ICT Transforming Education A Regional Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Education
Practicum on sample strategies on how to join experts’ learning communities
Rating scale Reflection
Online learning sites Gibb’s Reflective Cycle template
5.10 Use resources from relevant mailing lists and online journals
K. Online Resources e.g.
• Opensource
• multimedia resources; video sites
• finding images
• music and audio; webcasts
• locate web resources by topic
• Others
Group Research and Application of the identified relevant mailing list and online journals
Check list
Draft as of Nov. 16, 2016
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5.11 Describe technology tools that are used in group activities.
L. Collaborative Projects i.e. The Problem-Based Project or Project-Based Project
http://www.ascd.org/publications/books/102112/chapters/What_Is_Project-Based_Multimedia_Learning%C2%A2.aspx
Student Led-Group Discussion Lecture
Pencil and Paper Test
Multimedia Projector
5.12 Use technology tools to collaborate and share resources among communities of practice
M. Technology Tools for Collaborative Work e.g.
• google drive
• edmodo • bubbl.us
• Wikispaces
• Others
http://www.emergingedtech.com/2014/05/20-excellent-free-tools-for-interactive-collaboration-experiences-in-the-classroom/
Lecture-Demonstration Workshop / hands-on experience on the tools Blended Learning
Practical Test
internet connectivity
Suggested Readings
and References
Abushakara, N. (2016). Netiquette: Modern manners for a modern world, The ultimate guide to online etiquette. Create Space Independent Publishing Platform Anderson, J. (2010). ICT Transforming Education A Regional Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Education Angelo, T. and Cross, K.P. (1993). Classroom Assessment Techniques 2nd Ed.. A Handbook for College Teachers Chiles, D. (2014). Internet etiquette: Netiquette fundamentals, rules and optimization. Diaz, C.G. and Declaro, R.A.(2013). UNESCO training guide on ICT multimedia integration for teaching and learning. Retrieved from Creative Commons License http://creativecommons.org/licenses/by-sa/3.0 Heinich, R. (2003). Instructional media and technologies for learning. (7th edition). Upper saddle, New York: Merril Prentice Hall www.safekids.com/kids-rules-for-online-safety www.educationworld.com/a-tech/tech/tech044.shtml www.collegeview.com/articles/artice/smart-students-in-a-digital-world https://www.stopbullying.gov/cyberbullying/what-is-it/ http://www.ascd.org/publications/books/102112/chapters/What_Is_Project-Based_Multimedia_Learning%C2%A2.aspx http://www.emergingedtech.com/2014/05/20-excellent-free-tools-for-interactive-collaboration-experiences-in-the-classroom/
http://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-century.html
Draft as of Nov. 16, 2016
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http://www.edtechteacher.org/assessment http://www.edtechteacher.org/gafe/ Lucido, P. & Corpuz, B. (2012). Educational technology 2. Quezon City, PH: Lorimar Publishing Co. Melton, R. (2002). Planning and Developing Open and Distance Learning A Quality Assurance Approach Newby, T.J. (2011). Educational technology for teaching and learning. (4th ed.) Boston: Pearson Education, Inc. Roblyer, M.D. (2003). Integrating educational technology into teaching. (3rd ed.) Upper Saddle, New York: Merril Prentice Hall Smaldino, et al. (2005). Instructional technology and media for learning, 8th ed. New Jersey: Pearson Prentice Hall Tuffley, D. (2014). Email etiquette: Netiquette for the information age. Altiora Publications TPACK in Two Minutes https://www.youtube.com/watch?v=FagVSQlZELY UNESCO (2013). Training Guide on ICT Multimedia Integration for Teaching and Learning. pp. 56-59 Williams, M. (2000). Integrating technology into teaching and learning: An Asia Pacific perspective. Singapore: Prentice Hall www.ipophil.gov.ph/images/Patents/IRRs/RepublicAct8293.pdf Documents:
• The Philippines ICT Roadmap
• DepED Five-Year Information and Communication Technology for Education Strategic Plan (DepED ICT4E Strategic Plan) Executive
Summary
● SEAMEO INNOTECH (2010) The Report on the Status of ICT Integration in Education in Southeast Asia
● K to 12 Curriculum Guides (DepEd, 2012)
● Senior High School Curriculum Guides retrieved from https://drive.google.com/file/d/0D8x8BBYUc2V91dVJQQXdVMFVDS2C/edit
Course Requirements
Grading System Midterm Finals
Classroom Policies
COURSE SYLLABUS FOR TTL2- Technology and Livelihood Education
Course Name Technology for Teaching and Learning 2 – ( Technology and Livelihood Education)
Course Credits 3 units
Course Description TTL 2 is a 3-unit course which will focus on the application, design, production, utilization, and evaluation of Information and
Communications Technology (ICT) materials for teaching and learning in particular subject specializations and other related
programs aligned to the K to 12 curriculum (Secondary English Language Education, Secondary Filipino Language Education,
Draft as of Nov. 16, 2016
Page | 41
Secondary Science Education, Secondary Math Education, Secondary Social Science Education, Secondary Values Education,
Technology and Livelihood Education).
Contact
Hours/week 3 hours/week
Prerequisite TTL 1
Course Objectives (PDCA – Plan Develop Check Act)
1. Use ICT to develop 21st Century Skills: Information, Media and Technology Skills, Learning and Innovation Skills, Life and Career Skills, and Effective Communication Skills.
1. 2. Develop project- and problem-based, collaborative activities using technology tools
2. 3. Use open-ended tools (such as word processing, spreadsheets, presentation software, and authoring tools) in subject specific application
4.Produce learning resources using technology tools in various subject areas 5. Evaluate the relevance and appropriateness of digital and non-digital resources based on the learning context 6. Use technology tools to collaborate and share resources among communities of practice.
COURSE OUTLINE AND TIMEFRAME
Course Content/Subject Matter
Week 1-3 Using ICT in Developing 21st Century Skills/ICT in the 21st Century Skills
Week 4-5 Problem-Based and Project Based Learning
Writing Problem-Based and Project Based
Week 6-10 Productivity Software Applications/Tools for Teaching and Learning
Week 11-13 Characteristics of Good/Appropriate IMs and Technology Tools
Producing Learning Resources using Technology Tools
Week 14-16 Digital and Non-Digital Resources
Week 17-18 Technology Tools for Collaboration
SAMPLE LEARNING PLAN
Draft as of Nov. 16, 2016
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Desired Learning Outcomes (DLO) Course Content/
Subject Matter
Textbooks/
References
Teaching and Learning
Activities (TLAs)
Assessment Task
(ATs)
Resource
Materials
Time
Table
Unit 0. The University
Vision, Mission, Core Values
-University Code
-Students
Handbook
-Bulletin of
Information
-website
-Present University video
clippings
-presentation University VMG
-students reflection
as how they could
contribute in
achieving VMG
-video
clippings
about the
University
-white
board and
marker
1 hr
Use ICT to develop 21st Century Skills:
Information, Media and Technology
Skills, Learning and Innovation Skills, Life
and Career Skills, and Effective
Communication Skills.
Analyze TLE learning plans in the context
of the 21st century skills
Unit 1. Using ICT in
Developing 21st Century
Skills/ICT in the 21st
Century Skills
Sample Learning plans and
21st century skills
Learning Activities to
develop 21st century skills
Bitter, G. G. and J.
M. Legacy.
(2008). Using
technology in the
classroom. USA:
Pearson
Education, Inc.
pp. 242-246
Have the students analyze
learning plans in TLE, let them
critique based on the context
of 21st century skills
Oral Examination Paper
Pen
2 hrs
Develop the TLE learning plan to develop
21st Century Skills through ICT
integration
Selection of competencies
requiring ICT integration
PB learning plan: integration
of 21st century skills
Bitter, G. G. and J.
M. Legacy.
(2008). Using
technology in the
classroom. USA:
Pearson
Education, Inc.
Expose the students to the
sample learning plan based
from the 4A’s format
Ask the students to improve
the existing learning plans on
learning plan to be
evaluated by peer
and the teacher
Computer
Projector
Learning
Plans
2 hrs
Draft as of Nov. 16, 2016
Page | 43
pp. 298-308
https://ph.searc
h.yahoo.com/sea
rch?p=21st+cent
ury+skills&fr=yf
p-t-712
http://edglossar
y.org/21st-
century-skills/
https://en.wikip
edia.org/wiki/21
st_century_skills
how to integrate ICT
Reflect on their own learning using
technology tools
Electronic Portfolio Show an electronic portfolio.
Discuss the concept of e-
portfolio
An electronic portfolio or
sometimes called digital
portfolio is a collection of
electronic evidence assembled
and managed by a user, usually
on the Web.
Blog or e-portfolio
to be evaluated by
the teacher using a
rubric
Students
may use
this link to
guide them
in making
their e-
portfolios:
http://ww
w.informati
onweek.co
2 hrs
Develop project/problem-based/student
centered collaborative activities using
Unit 2. Developing Problem-
based and Project-based
https://engage.i
ntel.com/docs/D
- Review samples of
problem- and or project
based unit plans (see
Formulate a
checklist of the
elements of
Hand-outd
2hr.
Draft as of Nov. 16, 2016
Page | 44
technology tools
Explain problem-based and project-based
learning approaches
Instructional Plans
Nature of Problem-based and
Project-based approaches
Teaching with Projects
Project Based-Multimedia
Learning
Using Technology to Enhance
Student Inquiry
OC-52038).
http://www.slideshare.net/marcomed/deped-k-to-12-lesson-plan-template Williams, M. D. (2000). Integrating technology into teaching and learning. Singapore. Pearson Education Asia Pte Ltd. pp. 18-35
https://engage.intel.com/docs
/DOC-52038). Download
desired samples and let
students review each plans.
Provide local Dep-Ed samples
of learning plans for further
review. Let students formulate
concepts on problem- and
project-based learning based
on the samples reviewed.
-Comparison of the
difference of Problem and
Project Based Learning (use
http://www.edutopia.org/blog
/pbl-vs-pbl-vs-xbl-john-
larmer) -Give time for students
to read the article.
●
problem- and
project-based
approach as
evidence of their
understanding of
the reviewed unit
plans.
Reflection as to the
difference of
project to the
problem based
learning
2 hrs
Draft as of Nov. 16, 2016
Page | 45
Explain parts of a problem-based and
project-based learning plan
A. Basic Parts of a Learning Plan/Unit Plan (Deped sample LP may be used)
a. Curriculum framing Question
http://www.slideshare.net/marcomed/deped-k-to-12-lesson-plan-template
-students will download
Learning Plan template and let
them familiarize the parts.
Encourage them to share their
insights as to the underlying
principles behind each
components.
Check classroom
exercise
Learning
plan
template
(hard copy)
2hrs
Develop a problem-based and project-
based learning plan
B. Writing a problem-based/project-based learning plan
a. Selection of competencies requiring ICT integration
http://www.danielgubalane.com http://www.tda.edu.au
http://www.depedbataan.com https://oblioscaj
ovy.wordpress.c
om
-From the identified mini-
courses under TLE curriculum,
let students experience in
making Learning Plan. Check
the given website for the TLE
curriculum and training
regulations.
Refer to Dep-Ed
order no. 73,s.
2012 for the
assessment of the
learning plan
CD for
TESDA
training
regulations
and DEP-ED
TLE
curriculum
2hrs
Use open-ended tools (such as word
processing, spreadsheets, presentation
software, and authoring tools) in subject
specific application
Identify uses of open-ended tools
(productivity tools--whether freeware or
Microsoft Office) in the teaching-learning
of TLE
Unit 3. Productivity Software
Applications/Tools for
teaching and learning
Open-ended tools and their
uses in teaching and learning
Maximizing the Use of
Microsoft Word, Spreadsheets,
and Publisher
Effective Use of Power point
and Prezi
Way, J. and T.
Beardon. (2003).
ICT and primary
mathematics.
USA: Open
University Press.
pp 29-52
https://www.de
ped.gov.ph/reso
urces/download
Have a thorough review of the
MS Office.
Ask the students on when and
how they can use the different
open-ended/productivity tools
in the teaching-learning of TLE.
Quiz
Computer
Projector
6hrs
Draft as of Nov. 16, 2016
Page | 46
Create student outputs using computer
application programs as evidence of
learning
Establish mechanisms to ensure child
online safety and prevent cyberbullying
Adobe Photoshop and Movie
Creating student samples
using open-ended tools
Multimedia Elements (text,
graphics, video, audio,
animation
Podcasting and Using Social
Networking Sites in Education
Using Mobile Phones in the
Classrooms
s/eclass-record-
templates
Bitter, G. G. and J.
M. Legacy.
(2008). Using
technology in the
classroom. USA:
Pearson
Education, Inc.
pp.285-290
Ask the students to design as
assessment tool that can
evaluate the relevance and
appropriateness of digital and
non-digital resources to the
learning context
Instruct the students to
produce digital learning
resources in TLE by pair or by
group and have other
pair/group critique and
evaluate using the assessment
tool.
Oral examination
Produce digital
learning resources
to be evaluated by
peer and the
teacher
2 hrs
3 hrs
Mid-Term
Produce learning resources using
technology tools in various subject areas
Unit 4. Producing Learning
resources using technology
http://www.slideshare.net/akosiadako/commonl
Introduce varied learning
resources both human and
Quiz Slide
presentatio
n by
1hr
Draft as of Nov. 16, 2016
Page | 47
Identify various instructional materials
(IMs) and technology tools in the teaching
of TLE
tools
A. Human and non-
human learning
resources/instruction
al materials
B. Technology tools for
teaching TLE
y-used-materials-in-the-classroom http://www.slideshare.net/dramnc72/technology-tools-definitions https://globaldigitalcitizen.org/50-education-technology-tools-every-teacher-should-know-about
non-human
Present technology tools for
TLE like videos, course
management system(CMS),
wikis, discussion forum, on line
assessment.
Rubrics for
technology tools
applied in TLE
www.slides
hare.nt
3 hrs
Describe characteristics of
good/appropriate IMs and technology tools
in teaching TLE
C. Characteristics of
Good/Appropriate
IMs and Technology
tools
D. Principles of Universal
Design for Learning
Guidelines
E. A Software Review
and Selection Process
http://www.slideshare.net/bestinenarsus1/selecting-and-use-of-instructional-materials https://www.lynda.com/Higher Education Asia Pte Ltd. Pp 93-116 Bitter, G. G. and J. M. Legacy. (2008). Using technology in the classroom. USA:
Presentation for characteristic
of appropriate IM’s
Discussion for the Designs for
Learning Guidelines
Present the different types of
educational software like drill-
and-practice, integrated
learning systems, problem-
Formulate criteria
to determine the
appropriateness of
IMs and technology
tools
Power
point
presentatio
n by slide
share
Video
clippings by
Shea
Hanson
2 hrs
1 hr
Draft as of Nov. 16, 2016
Page | 48
Pearson Education, Inc. pp. 172-180
solving software, reference
software, simulation, tool and
tutorial softwares. The student
may be asked to show how
each software is being used.
By referring to the
characteristics of appropriate
technology tools, ask the
students to draft an
educational software review
form taking into account both
content and technical
considerations. The students
may use the following criteria:
Content and Technical
Information (documentation
and supplementary materials,
program content, presentation,
effectiveness) and Audience
Appeal and Suitability
(practice/assessment/fedback,
ease of use, user interface and
media quality)
Design an
educational
software review
form to be rated by
the teacher using a
rubric
Create appropriate IMs using technology
tools in teaching TLE
F. Creating teacher
productivity materials
using technology tools
(like what? How is this
different from open-
ended tools which are
also technology tools?
identify these)
http://www.rediscovercenter.org/pdf/promoting_creativity1.pdf http://www.stancoe.org/cfs/handouts/curriculum/pdf/creatingopenended.pdf
Instruct the students to create
instructional material using
technology tool by pair or by
group taking into account the
different characteristics of a
good IM.
Produce
instructional
material using
technology tool to
be evaluated by the
teacher using a
rubric. Positive
Computer
and other
materials
needed to
produce the
IM
3 yrs
Draft as of Nov. 16, 2016
Page | 49
G. Revisiting of PB learning plan: incorporating technology tools in preparing IMs in introducing the unit
Check the PB learning plan
attitude towards
the use of
technology tools
and leadership in
shared decision-
making
Improved/edited
learning plan
Evaluate the relevance and
appropriateness of ICT resources based
on the learning context
Characterize digital and non-digital
resources
Unit 5. ICT resources
A. Characteristics of
digital and non-digital
resources
https://net.educ
ause.edu/ir/libr
ary/pdf/EQM07
42.pdf
Differentiate Digital and non-
digital resources
Using 2 Hula Hoops, form a
Venn Diagram to compare and
contrast digital and non-digital
resources
Presentation of
Venn Diagram to
be rated by teacher
using rubric
Hula hoops
Strips of
Paper
Adhesive
Tape
3 hrs
Determine the relevance and
appropriateness of digital and non-digital
resources based on the learning context
B. Relevance and
appropriateness of
digital and non-digital
resources
http://www.ton
ybates.ca/2014/
08/22/key-
characteristics-
of-learners-in-a-
digital-age-and-
their-influence-
on-the-design-
Highlight the relevance and
appropriateness of digital and
non-digital learning resources
Ask the students to inspect and
analyze lesson
Oral examination Lesson
exemplars
2 hrs
Draft as of Nov. 16, 2016
Page | 50
of-teaching-and-
learning/
Bitter, G. G. and J.
M. Legacy.
(2008). Using
technology in the
classroom. USA:
Pearson
Education, Inc.
pp. 239-274
exemplars/lesson plans that
utilized either digital or non-
digital resource or both. Have
them determine the
appropriateness based on the
learning context
Revise digital learning resources in
response to varied needs of students
C. Assessment tools for
selecting relevant and
appropriate digital
and non-digital
resources
D. Revisiting of PB learning plan: integration of the use of digital and non-digital resources and assessment tools in the LP procedure
http://mirandanet.ac.uk/wp-content/uploads/2015/05/quality_principles.pdf www.rubistar.com
Instruct the students to revise
the lesson exemplars/lesson
plans particularly the learning
resources based on the
different types of learners like
multigrade, monograde, fast
learners etc…
Revisit of PB Learning Plan
Prepared rubric in
assessing digital
learning resource
Whiteboard
/marker
2 hrs
Draft as of Nov. 16, 2016
Page | 51
1hr
Develop assessment tool to evaluate
relevance and appropriateness of digital
and non-digital resources to the learning
context
Create digital learning resources to enhance
teaching-learning
Ask the students to design as
assessment tool that can
evaluate the relevance and
appropriateness of digital and
non-digital resources to the
learning context
Instruct the students to
produce digital learning
resources in TLE by pair or by
group and have other
pair/group critique and
evaluate using the assessment
tool.
Oral examination
Produce digital
learning resources
to be evaluated by
peer and the
teacher
Computer
and other
materials
needed to
make
digital
learning
resources
2 hrs
3 hrs
Use technology tools to collaborate and
share resources among communities of
practice
Identify features and uses of ICT tools for
collaboration and sharing of resources
among communities of practice
Determine educational sites and portals
suitable to TLE
Unit 6. Technology tools for
collaboration
Features and Uses of ICT tools
for collaboration and sharing
resources
Effective Teaching and
Learning in the Electronic
Discuss the features and uses
of ICT tools for collaboration
and sharing of resources
among communities of
practice.
Request students to make an
inventory of educational sites
and portals in TLE with short
description for each site. Have
A paper evaluating
web pages
Computer
Projector
1 hr.
Draft as of Nov. 16, 2016
Page | 52
Evaluate and compare useful and credible
web resources to be shared with other
students
Classroom
Promoting Collaborative and
Transformative Learning in
Cyberspace
Becoming Information Users-
SSCC (Search, Sort, Create,
Communicate)
Four Processes Models for
Information Use
Norton, P. and K.
M. Wiburg.
(2003). Teaching
with technology.
Canada:
wadsworth/Tho
mson Learning.
pp. 166-174
https://school.q
uipper.com/en-
PH/index.html
http://philippin
them show to the class its
features and functionalities
Explain that to guide the
design of opportunities for
students to become
information users, effective
instruction should help them
learn to search for information,
sort and judge information,
and create and communicate
ideas as result of information
use
Introduce Kuhlthau’s
Information-Seeking Model,
Eisenberg and Berkowitz’s
Information Problem-Solving
Model, Irving’s Information
Skills Model, and Stripling and
Pitt’s Research Process Models
Explore the following sites for
examining criteria to judge
web pages:
Evaluation and Information:
http://alexia.lis.uiuc.edu/-
janicke/Eval.html
2hr.
Draft as of Nov. 16, 2016
Page | 53
es.quipperschool
.com/post/1034
46791422/quip
per-schools-
effectiveness
http://mongpala
tino.com/2012/
07/k-12-tesda-
in-high-school/
http://www.dan
ielgubalane.com
/2013/08/k-to-
12-curriculum-
guides-for-
tle.html
htt://classroom.
google.classroo
m
Internet Source
Validation
Project:
http://www.ste
mnet.nf.ca/Curri
culum/Validate/
valid.html
Checklist for an
Informational
Web Page:
Draft as of Nov. 16, 2016
Page | 54
http://www2.wi
dener.edu/Wolfg
ram-Memorial-
Library/webeval
uation/inform.ht
ml
Cyberguides:
http://www.cyb
erbee.com/guide
s.html
Kathy Schrock’s
Critical
Evaluation
Surveys:
http://school.dis
covery.com/schr
ockguide/eval.ht
ml
Thinking
Critically about
World Wide Web
Resources:
http://www.libr
ary.ucla.edu/libr
aries/college/ins
truct/web/critic
al.htm
Final Exam
Draft as of Nov. 16, 2016
Page | 55
Suggested Readings and References Intel Teach Program Manual World-links module 1, 2 & 3 Educational technology by Paz Lucido, Ph.D. Bitter, G. G. and J. M. Legacy. (2008). Using technology in the classroom. USA: Pearson Education, Inc. Dash, B. C. (2011). A textbook of educational technology. New Delhi: Wisdom Press Lebaron, J. F. and C. Collier (2001). Technology in its place: Successful technology infusion in schools. California: Jossey- Bass Inc. Norton, P. and K. M. Wiburg. (2003). Teaching with technology. Canada: Wadsworth/Thomson Learning. Palloff, R. M. and K. Pratt (2001). Building learning communities in cyberspace. California: Jossey- Bass Inc. Trentin, G. and M. Repetto (2013). Using network and mobile technology to bridge formal and informal learning. Oxford: Chandos Publishing. Way, J. and T. Beardon. (2003). ICT and primary mathematics. USA: Open University Press. Williams, M. D. (2000). Integrating technology into teaching and learning. Singapore. Pearson Education Asia Pte Ltd.
Course Requirements Project based Learning Plan
Grading System Midterm Finals
Classroom Policies
Draft as of Nov. 16, 2016
Page | 56
ANNEX “B”
DESCRIPTION OF PROFESSIONAL EDUCATION COURSES FOR THE BTVTE PROGRAM Course Title: The Child and Adolescent Learners and Learning Principles
Course Credits 3 units Course Description
This course focuses on child and adolescent development with emphasis on current research and theory on biological, linguistic, cognitive, social and emotional dimensions of development. Further, this includes factors that affect the progress of development and shall include appropriate pedagogical principles applicable for each developmental level.
Contact Hours Prerequisite Course Title: The Teaching Profession
Course Credits 3 units Course Description
This course deals with the teacher as a person and as a professional within the context of national teacher standards and other global teachers’ standards, professional and ethical values, awareness of professional rights, privileges and responsibilities as well as their roles in the society.
Contact Hours Prerequisite Course Title: The Teacher and the Community, School Culture and
Organizational Leadership with focus on the Philippine TVET System*
Course Credits 3 units Course Description
This course focuses on the philosophical, technological and socio-economic foundation of the technical and vocational teacher education and training (TVET) in the Philippine. It also covers the principles underlying competency-based training, competency standards, program registration, assessment and certification. Discussions will also focus on TVET as a component of the Philippine Qualifications Framework and the effect of globalization.
Contact Hours Prerequisite Course Title: Foundation of Special and Inclusive Education
Course Credits 3 units Course Description
Philosophies, theories and legal bases of special and inclusive education, typical and atypical development of children, learning characteristics of students with special educational needs and practices in the continuum of special inclusive education.
Contact Hours Prerequisite
Draft as of Nov. 16, 2016
Page | 57
Course Title: The Andragogy of Learning including Principles of Trainers
Methodology I Course Credits 3 units Course Description
This course is focused on the application of adult learning principles and learning styles in implementing training programs. The student teacher will be given opportunities to experience the role of a facilitator rather than a lecturer.
Contact Hours Prerequisite Course Title: The Learner-Centered Approaches with emphasis on Trainers
Methodology I Course Credits 3 units Course Description
This course explores the fundamental principles, processes and practices anchored on the educational philosophy of learner-centeredness. It covers the knowledge, skills and attitudes in planning a training session which includes identifying learner’s requirements, preparing session plan, preparing instructional materials and organizing learning and teaching and assessment resources. It also deals with the competencies in delivering competency-based training session which covers preparing training session, conducting pre-assessment, facilitating training session, conducting competency assessment and reviewing delivery of training session
Contact Hours Prerequisite Course Title: Technology for Teaching and Learning 1
Course Credits 3 units Course Description
This course is designed to engage students to utilize the theories and principles in designing, developing, utilizing and evaluating teaching and learning resources. It covers the knowledge and skills in developing training materials such as, print, mock-up/simulator and models. It will also provide the student experiences in utilizing electronic media in facilitating training and in developing learning materials for e-learning. Also part of this course is the competency in maintaining training facilities which includes developing and implementing a housekeeping program and maintaining training systems, equipment, tools, materials and documents. The prospective teacher/trainer will be exposed to other methods and strategies related to different modes of training delivery such as institution-based, community-based training specially for livelihood, as well as, enterprise-based learning
Contact Hours Prerequisite
Draft as of Nov. 16, 2016
Page | 58
Course Title: Assessment of Learning I
Course Credits 3 units Course Description
This is a 3-unit course that focuses on the principles, development and utilization of conventional assessment tools to improve the teaching-learning process. It emphasizes on the use of testing for measuring knowledge, comprehension and other thinking skills. It allows students to go through the standard steps in test construction for quality assessment.
Contact Hours Prerequisite Course Title: Assessment of Learning II with focus on Trainers Methodology I &
II Course Credits 3 units Course Description
This is a 3-unit course that focuses on the principles, development and utilization of non-conventional forms of assessment in measuring authentic learning. This course covers the two important aspects of competency assessment: developing authentic assessment tools and conducting an authentic assessment process. The competency in developing authentic assessment tools details the requirements for determining evidence requirements, selecting appropriate assessment methods, preparing assessment tools, and validating assessment tools in accordance with the relevant Assessment Guidelines. The competency in conducting assessment includes the requirements for organizing assessment activities, preparing the candidate, gathering and evaluating evidence, making assessment decision, recording and providing feedback on assessment outcome.
Contact Hours Prerequisite Course Title: Curriculum Development and Evaluation with emphasis on
Trainers Methodology II Course Credits 3 units Course Description
This course covers the outcomes required to facilitate the development of competency standards for particular work functions, work processes, work roles and work-related vocational outcomes. It also deals with the knowledge and skills required to undertake a training needs analysis to identify the training needs of individuals or organization. This course will also cover the competency in developing and evaluating the training curriculum design which includes establishing training requirements, identifying the learner and finalizing the training program.
Contact Hours Prerequisite
Draft as of Nov. 16, 2016
Page | 59
Course Title: Building and Enhancing Literacy Skills Across the Curriculum with emphasis on the 21st Century Skills
Course Credits 3 units Course Description
The focus of this course is on transversal skills which employers identified as very important for a person to possess in order to strengthen the individual capacity and employability. In this course, the students will be able to identify competencies that illustrate the learning domains of critical and innovative thinking, interpersonal skills, intrapersonal skills, global citizenship, and media and information literacy. Through this course, the students will be able to demonstrate the interplay of these transversal skills learning domains in different context.
Contact Hours Prerequisite Course Title: Technology Research I
Course Credits 3 units Course Description
The course provides with important concepts of the methods of research covering the design, data collection, statistical application and development of research instrument. This also requires the students to prepare a research proposal which includes the introduction, significance of the research, methodology and the timeline of the study. The proposal will serve as a basis for Technology Research II.
Contact Hours Prerequisite Course Title: Technology Research II
Course Credits 3 units Course Description
The course is a continuation of Technology Research where the students are expected to complete the research proposal aligned to the areas of specialization. This includes the presentation, tabulation, analysis and interpretation of the data collected. An oral presentation of the output of research is required among the students.
Contact Hours Prerequisite Course Title: Work-Based Learning with emphasis on Trainers Methodology
Course Credits 3 units Course Description
This course deals on the different modalities of work-based learning such as, dual training, apprenticeship, on-the-job training and others. It covers the knowledge and skills in establishing the training requirements for trainees, supervising and monitoring work-based
Draft as of Nov. 16, 2016
Page | 60
training, and evaluating its effectiveness in the attainment of the training programs objectives.
Contact Hours Prerequisite EXPERIENTIAL LEARNING Course Title: Field Studies
Course Credits 6 units Course Description
This course deals on the different modalities of work-based learning such as, dual training, apprenticeship, on-the-job training and others. It covers the knowledge and skills in establishing the training requirements for trainees, supervising and monitoring work-based training, and evaluating its effectiveness in the attainment of the training programs objectives. Suggestion: This course provide the teacher education students with practical learning experiences in which they can observe, verify, reflect on, and actually experience different components of the teaching-learning process in actual school settings offering TVL track. The experiences will begin with field observation and gradually intensify until students undertake practice teaching. Source: CMO No. 30.S.2004
Contact Hours Prerequisite Course Title: Practice Teaching
Course Credits 6 units Course Description
Practice Teaching provides opportunity to the student-teacher full time teaching in schools offering a TVL track of a senior high school or in a tech-voc institution under the supervision of a cooperating teacher/trainer and student teaching supervisor. The seven (7) NCBTS domains shall be used as guideposts in developing the content and implementation scheme of this course.
Contact Hours Prerequisite Course Title: Supervised Industry Training
Course Credits Course Description
The Supervised Industrial Training refers to a program that provides monitored training within a specific time frame in an industry setting. On the job training or OJT is the other name for this training modality. One method by which students is given a chance to apply the theories
Draft as of Nov. 16, 2016
Page | 61
and skills that they have learned from the school. It also helps the students to acquire relevant knowledge and skills by performing in actual work setting.
Contact Hours
Draft as of Nov. 16, 2016
Page | 62
ANNEX “C”
DESCRIPTION OF SPECIALIZATION COURSES
Industrial Arts
BTVTE Major in Automotive Technology
Course Credits 57 units Course Description
The Automotive Technology program is designed to prepare the student to perform a wide range of diagnostics, repairs, and preventative maintenance on automobiles and light vehicles. Students have the opportunity to learn in an industry certified facility. Students will have extensive hands-on training in engine overhaul, manual and automatic drive train, front end alignment, brake service and repair, fuel systems, ignition systems, and air conditioning. In addition, the program provides training in electrical and electronic control systems, engine performance diagnosis, and on-board computerized engine control systems diagnosis.
Contact Hours BTVTE Major in Electronics Technology
Course Credits 57 units Course Description
This course is designed to develop & enhance the knowledge, skills, & attitudes of an Electronic Products Technician, in accordance with industry standards. It covers the basic and common competencies in addition to the core competencies such as Computer System Servicing, assembling electronic products, fabricating PCB modules and installing and servicing consumer and industrial electronic products and systems. It includes Instrumentation and Control Servicing, Mechatronics Servicing and Broad Band Servicing.
Contact Hours BTVTE Major in Electrical Technology
Course Credits 57 units Course Description
This course is designed to equip individuals with operational skills in Electrical Installation & Maintenance particularly in installing and maintaining electrical wiring, lighting and related equipment/systems in residential houses and buildings. This course also covers the proper operation and maintenance of direct-current systems, alternating current and controls, electrical measuring instruments, electrical safety, short-circuits analysis and troubleshooting. The course covers lighting and alarm system with emphasis on renewable energy and conservation such as Photovoltaic and Solar Panel Technology.
Contact Hours
Draft as of Nov. 16, 2016
Page | 63
BTVTE Major in Mechanical Technology
Course Credits 57 units Course Description
This qualification is designed to develop knowledge, desirable attitudes and skills of Machinist. It covers the competencies required to select and use hand and power tools to perform complex bench operations, skills to set up and turn workplace to drawing specifications, such as cutting tapers by offsetting tailstock or using taper attachment; machining components using collets chuck and follower rest; cutting internal Vee and internal and external acme threads; centering work piece, drilling, reaming, boring, knurling and tapping. It also covers the skills required to set up and mill workpiece to drawing specifications such as indexing, milling splines, equally spaced grooves, 45 degrees, serrations in cylindrical workpiece, spur gear and rack, ratchets, converging faces, large radial slots, internal radii and plain bevel gear. It also covers the skills required to set up and grind workpiece to drawing specifications such as grinding tapers internal and external, internal radii and recess, remove warp and polish components.
Contact Hours BTVTE Major in Civil and Construction Technology
Course Credits 57 units Course Description
Prepare to be an entry level building maintenance and repair technician for employment by residential/commercial complexes, residential refurbishment and infrastructure requirements. Instruction and lab experience includes: blueprint reading, basic plumbing, laying out electrical system, masonry job on footings, columns, beams, slabs and steel works, glass and tile setting, flooring, drywall, finished carpentry, roofing repairs and cabinet making. The course also includes Septic Tank, Sewerage System Installation and management.
Contact Hours BTVTE Major in Welding Technology
Course Credits 57 units Course Description
This course is designed to enhance the knowledge, skills and attitudes of Welder in accordance with industry standards. It covers competencies such as Setting-up Welding Equipment, Preparing Weld Materials, Fitting up Weld Materials, Welding different types of metals using SMAW, GMAW, GTAW, FCAW and SAW. Welding technology usually work from blueprints or drawings. Welders permanently join metal parts of ships, automobiles, spacecraft, buildings, bridges, and other structures. They apply heat to the pieces to be joined, melting and fusing them to form a permanent bond. Most welders work for manufactures of durable goods such as boilers, construction equipment, motor vehicles, machinery, ships, appliances,
Draft as of Nov. 16, 2016
Page | 64
and other metal products. Welders construct bridges, large buildings, pipelines, tunnels, and shipyards.
Contact Hours BTVTE Major in Heating, Ventilating and Air conditioning Technology
Course Credits 57 units Course Description
The Heating, Ventilating Air Conditioning and Technology program is designed to train individuals in the field of air conditioning, heating and refrigeration equipment, maintenance and repair and in the use of approved recovery equipment. Individuals satisfying course and competencies have career opportunities in a variety of job classifications such as service and repair of residential and commercial air conditioning and refrigeration systems. This course also covers Mobile and Commercial Air conditioning installation, repair and maintenance.
Contact Hours BTVTE Major in Fashion and Garments and Technology
Course Credits 57 units Course Description
This course is designed to enhance the knowledge, skills and attitude of Fashion and Garments Designer in accordance with industry standards. It covers competencies on creating garment design, calculating and procuring garment materials, coordinating garment prototype preparation, supervising garment production, evaluating finished product, packaging of finished garment and promoting fashion products and services. It includes designing activities allows you to specialize in fashion pre-production processes, including pattern cutting, fittings, grading and sizing, production planning, costing, testing and technical packs.
Contact Hours BTVTE Major Hotel and Restaurant Services
Course Credits 57 units Course Description
This course covers different competencies in Hotel and Restaurant Services and Management. This is designed for students who wish to obtain career opportunities in the hospitality industry. It includes actual Hotel and Restaurant industry exposure and observations where application of technology in learning will constitute the major requirement of the course. Food and Beverage services along with Bread and Pastry Production, quantity Cookery and Bartending as well as Housekeeping form part of the course. Performing Hotel Management Services like Front Office Services, Event Management Services, Tour Guiding and Housekeeping formed the bigger practice in the course. Online and offline researches and field observation on the effectiveness of any supporting material in teaching will be used to enhance and facilitate the delivery of instruction in learning how to teach the process
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involved in Hotel and Restaurant Services. Contact Hours BTVTE Major in Agricultural Crops Technology
Course Credits 57 units Course Description
This course consists of competencies that a person must achieve in the production of ornamental and agronomic plant such as vegetables, fruits and nuts as well as root crops. They would be undertaking basic crop husbandry and work orientation skills. The course introduced some agricultural innovations such as hydroponics and soil and waste management system. It includes food processing. Food processing is the transformation of raw ingredients, by physical or chemical means into food, or of food into other forms. Food processing combines raw food ingredients to produce marketable agricultural food products that can be easily prepared and served by the consumer.
Contact Hours BTVTE Major in Fishery and Fish Processing Technology
Course Credits 57 units Course Description
This course is designed to enhance the knowledge, desirable skills and attitudes in fishery particularly in aquaculture in accordance with industry standards. It covers core competencies in assisting in aquaculture operations, preparing and maintaining aquaculture facilities, operating fish nursery, performing fish or shrimp grow-out, operations, fish wharf operation and management skills and. It includes fishery innovation such as aquaponics and seaweeds productions. Part of the curriculum deals with fish processing like canning and bottling herring and sardines and other processed fish products.
Contact Hours BTVTE Major in Beauty Care and Wellness
Course Credits 57 units Course Description
This course is designed to enhance the knowledge, skills and attitudes of beauticians in accordance with industry standards. It covers competencies in pre and post beauty care and wellness services. The course consists of competencies that a person must achieve to perform in enhancing of someone’s personal beauty, such as, performing manicure and pedicure, performing hand spa foot spa, body scrubs and massages. It also covers cosmetics applications with additional skills in hair culture.
Contact Hours
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BTVTE Major in Information and Communication Technology
Course Credits 57 units Course Description
This includes study or business of developing and using technology to process information and aid communications. The course is an umbrella term that includes installation and servicing of communication device or application, encompassing: radio, television, cellular phones, computer and network hardware and software, satellite systems and so on, as well as the various maintenance and applications.
Contact Hours BTVTE Major in Health and Other Community Development Services
Course Credits 57 units Course Description
The course covers services involving health and other community services such as Domestic work, Health Care Services and Caregiving, Emergency Medical Services, Dental Services etc. It covers study on diseases prevention and control programs, foods and nutrition, healthy growth and development including parenting education, health education for all age groups and selected screening services.
Contact Hours
Home Economics Areas BTVTE Major in Food Preparation
Course Credits 57 units Course Description
Bread & Pastry Production (NC II), Cookery (NC II), Commercial Cooking (NCIII)
Contact Hours BTVTE Major in Clothing
Course Credits 57 units Course Description
Dressmaking (NC II), Tailoring (NC II), Fashion Design (Apparel) (NC III)
Contact Hours BTVTE Major in Handicraft
Course Credits 57 units Course Description
Basketry, Macrame, Fashion Accessories, Paper Craft, Needlecraft, Woodcraft, Leathercraft
Contact Hours
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BTVTE Major Hotel and Restaurant Services
Course Credits 57 units Course Description
Food & Beverage Services (NC II), Bartending (NCII), Housekeeping (NCII), Front Office Services (NCII)
Contact Hours BTVTE Major Tourism
Course Credits 57 units Course Description
Attractions & Theme Parks (NC II), Local Guiding Services (NC II), Events Management Services (NC III), Travel Services (NC II), Tourism Promotion Services (NCII)
Contact Hours BTVTE Major Cosmetology
Course Credits 57 units Course Description
Barbering (NCII), Beauty/Nail Care (NCII), Hairdressing (NC II & III),
Contact Hours BTVTE Major in Health Services
Course Credits 57 units Course Description
Wellness Massage (NCII), Caregiving (NCII)
Contact Hours
Information and Communication Technology
BTVTE Major in Animation
Course Credits 57 units Course Description
This is an introductory and specialization course which leads to an Animation National Certificate Level II (NC II). It covers Personal Entrepreneurial Competencies (PECs); Environment and Market; five (5) Common Competencies; and one (1) Core Competency that a high school student ought to possess to produce clean-up and in-between drawings. The preliminaries of this specialization course include the following: 1) discussion on the relevance of the course; 2) explanation of key concepts of common competencies; 3) explanation of core competencies relative to the course; and 4) exploration of career opportunities.
Contact Hours
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BTVTE Major in Computer Hardware Servicing
Course Credits 57 units Course Description
This covers two core competencies: 1) configuring computer systems and services and 2) maintaining computer systems and services.
Contact Hours BTVTE Major in Medical Transcription
Course Credits 36 units Course Description
This course is focused on training transcriptionists in preparing written medical reports based on audio recordings dictated by doctors and other medical professionals.
Contact Hours
Agri-Fisheries and Arts
BTVTE Major in Crops Technology
Course Credits 57 units Course Description
This course consists of competencies that a person must achieve in the production of crop such as rice, vegetables, fruits and nuts as well as many others.
Contact Hours BTVTE Major in Fish Processing Technology
Course Credits 57 units Course Description
This course is designed for students to develop and enhance their knowledge, skills, and attitudes in Fish-Products Packaging in accordance with industry standards. It covers core and specialized competencies that a learner must achieve to pack fish-products by vacuum packing, poly bagging, bottling and canning. It also covers lessons on Personal Entrepreneurial Competencies (PECS) and Environmental and Market that maximize their skills into a marketable venture.
Contact Hours BTVTE Major in Animal Production
Course Credits 57 units Course Description
This course is designed to enhance the knowledge, skills and desirable attitudes in animal production. It consists of competencies that a person must achieve to raise poultry, raise small ruminants, raise swine and raise large ruminants.
Contact Hours
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BTVTE Major in Aquaculture
Course Credits 57 units Course Description
This course is meant to train the student to assist in aquaculture operations. This course is focused on skills in applying safety measures in farm operation, in the use of farm tools and equipment , in the conduct of pre-operation aquaculture activities ; prepare and maintain aquaculture facilities, operate fish nursery and perform fish or shrimp grow-out operations.
Contact Hours BTVTE Major in Horticulture
Course Credits 57 units Course Description
This course is designed to enhance the knowledge, skills and desirable attitudes in horticulture. It covers pre-horticultural farm operations, production of vegetable and fruit bearing crops, postharvest operations of major tropical fruits as well as major lowland and semi-temperate vegetable crops.
Contact Hours